DRUGS AND KIDS: CAMS-UA 180 - 001
Location:
Bobst Library: 70 Washington Square South
Room: Lower Level 138
Prerequisites: None
Instructor:
Demy Kamboukos, Ph.D.
Department of Population Health
Department of Child and Adolescent Psychiatry, NYU Child Study Center
Phone: 646-754-4987
Email: [email protected]
** When sending email, please be sure to put “DRUGS & KIDS” in the subject heading to
ensure a prompt reply. NOTE: You will get a faster reply if you email, rather than
call/leave messages.
Office Hours: By appointment before or after class on campus, or by appointment at the NYU Child
Study Center located at One Park Avenue (between 32nd and 33rd Streets).
COURSE DESCRIPTION
Youth drug use is often a well-kept secret, from parents, teachers, and society. The reality is that
approximately 72% of youth in the United States report using alcohol at least once and 47% report using
illicit drugs at least once by the time they reach 12th grade. While the majority of youth who use
substances will not develop a substance abuse disorder, substance abuse and addiction are major public
health problems affecting approximately 9% of the US population age 12 and older. The majority of
individuals with substance abuse disorders began using substances during adolescence, and in some
instances, as early as childhood.
This first half of this course will review the classes of psychoactive substances, including alcohol, tobacco
and illicit drugs, and will explore the history and course of child and adolescent drug use. The course will
also focus on the consequences of drug use on neurophysiological and psychological development, risk
and protective factors related to use, and the impact of drug use on families. The second half of the
course will detail substance abuse prevention, treatment and policy related to children and adolescents.
This course will be conducted in a highly interactive manner, using a combination of lectures and
discussion. Slides of the lectures will be posted on NYU Classes prior to the class. The content covered in
class and readings will be illustrated using a variety of media tools (e.g., songs, movies, documentaries,
newspaper articles). Active student participation and input will be strongly encouraged throughout the
course. Students are expected to read the assigned materials prior to each class in order to actively
participate in the discussion. All class assignments will be based on both the class lectures and readings.
Drugs & Kids Syllabus
Page 1
COURSE AIMS
Knowledge. Students will be able to:
a. Identify basic classes of psychoactive substances, and develop an understanding of the
neurophysiological and psychological effects of psychoactive substances.
b. Identify key correlates and processes related to initiation of use of psychoactive substances and
progression from substance use to abuse and addiction.
c. Understand the individual and familial risk and protective factors associated with drug initiation
and use in children and adolescents.
d. Develop an understanding of government policies related to drug use and the prevention and
treatment of substance abuse disorders in children and adolescents.
e. Appreciate the complex relationship between substance use and normal child and adolescent
development.
Skills. Students will be able to:
a. Discuss and critically assess current clinical and scientific literature related to substance use and
abuse in children and adolescents.
b. Relate current research on substance use and abuse to adolescents and college age populations.
c. Discuss and evaluate substance abuse prevention and treatment techniques and programs.
d. Understand the social and policy issues related to child and adolescent substance use and abuse
in the United States.
REQUIRED READINGS
There is no text book for the course. Students will be assigned a required reading list (comprised of a
combination of chapters, research articles, newspaper articles and short documentaries) on a weekly
basis. The reading list will complement the lectures, and weekly group discussions will be based on the
required reading materials. Optional readings to enhance learning and supplement the lectures will also
be provided throughout the semester. Optional readings are also encouraged as integration for papers.
All reading materials will be posted on NYU Classes.
OVERVIEW OF ASSIGNMENTS
All assigned readings and due dates of assignments are provided in the Course Outline below. Students
have several opportunities throughout the semester to earn points toward their final grade, and the
course is set up so that students have choices in their assignments. Final grades will be based on the
following:
•
•
•
•
•
•
•
Class attendance: 4%
Participation and in-class discussions: 6%
Reaction Papers: 15% (the best 7 out of 11 will be counted toward the final grade)
Brief Paper # 1: 15%
Brief Paper # 2: 10%
Group Final Project or Final Paper: 20%
Exams: 30% (the best 2 out of 3 exams will be counted; 15% each)
Drugs & Kids Syllabus
Page 2
GRADING
A
93 – 100
A–
90 – 92
B+
B
B-
87 - 89
83 - 86
80 - 82
C+
C
C-
77 – 79
73 – 76
70 – 72
D+
D
F
67 - 69
60 - 66
59 and below
DETAILS OF COURSE COMPONENTS
CLASS LECTURES
Class lectures will be based on current literature in the field, news articles, and assigned and required
readings; lectures will integrate several forms of media. Power Point presentations of the lectures will be
available on NYU Classes prior to each class session. The exams and assignments are strongly
dependent on class lectures and discussions. Students are expected to attend classes and participate
actively. The Power Points are quite detailed, which will minimize the need for extensive note-taking and
increase opportunities for participation and discussion. Nevertheless, students are encouraged to
download the lecture slides and take some notes during class. Students may use laptop computers
during class for note-taking. However, because using computers, iPads, and phones for non-classroom
activities (e.g., checking email, social networking, chatting) is distracting, please refrain from using
electronic devices for purposes other than taking notes for class.
ATTENDANCE & PARTICIPATION
Since the class lectures provide information that is not necessarily covered in the assigned readings, and
class discussions can enrich your learning, regular class attendance is expected. Attendance will be
taken each class session and you will be given credit for attendance on a weekly basis. You will earn full
credit each week if you attend the full class session. We recognize that students have many competing
academic and personal demands, and that unexpected events or illness may impact attendance. As a
result, you can miss two classes without penalty or deduction from your attendance grade. Please plan
ahead as much as possible if you are aware of any events, activities, holidays that will conflict with
scheduled class dates. If you anticipate missing class, let the professor know by email or in person. If you
miss class, it is recommended that you download and review the slides. Although the slides are detailed,
email the professor if you have any questions, or schedule a time to meet to review the slides and
address your questions. You are also encouraged to ask a classmate for notes for the class you missed.
Because learning is an active process, participation does not equal mere attendance. Participation
involves joining in on discussions, asking questions, and answering questions posed by the professor and
your classmates. Participation also involves demonstrating that you have completed the assigned
readings. Students are encouraged to complete their reading assignments each week prior to class,
which will help prepare for active participation (readings are posted on NYU Classes under “Lectures &
Readings”). When participating, please be thoughtful and respectful of other students; students have
diverse life experiences and may have opinions different than your own. If you do not have a chance to
participate during a particular class session or if you miss class, but have thoughts or input based on
the topic/readings, you may email your professor with your thoughts within 24 hours of the class;
your thoughts by email will be considered as part of your participation grade for that class session. Many
students from past semesters have also shared resources that caught their interest and were relevant to
the class topics. If you email resources, articles or links, this email communication will count toward your
“participation”. These resources may also be shared with the class and may be used in future classes.
Drugs & Kids Syllabus
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ASSIGNED READINGS
Each week, there are readings assigned from multiple sources, including books, journals, the internet,
and newspapers. You are expected to keep up with the readings and to complete the reading
assignments prior to class. Be prepared to offer summary information, critiques and impressions
regarding the readings during class discussions. Class lectures and discussions may be pulled from these
readings. All assigned readings and class slides will be posted on NYU Classes under “Lectures &
Readings” before each class session. Optional readings may be used to enhance your understanding of
topics discussed in class and to provide you with additional resources for the assignments and papers.
These will be posted under the “Optional Readings” option when you click on “Lectures & Readings”
each week.
REACTION PAPERS
A total of eleven (11) 2 to 3 page Reaction Papers based on specific, assigned readings will be assigned
throughout the semester for each class session. The specific assignment for each Reaction Paper will be
posted on NYU Classes under “Assignments”. Reaction Papers are due on a weekly basis starting in
Class # 2 until Class # 14 ; note that Reaction Papers are NOT due on exam days. You are required to
turn in 7 of the 11 Reaction Papers. Each Reaction Paper will be worth 2 points. Even if you do not
complete a Reaction Paper, you are expected to complete the readings for each class session. If you
turn in more than 7 papers, the top 7 grades will be accounted for in your final grade – that is, the
lowest grade(s) will be dropped. The grades for any additional/extra Reaction Papers you turn in will
not be considered in your final grade. The Reaction Papers will account for 15% of your total grade.
All Reaction Papers should be submitted online via NYU Classes (see page # 7 for instructions on how
to upload your papers). If you have trouble uploading your Reaction Papers through NYU Classes, email
copies will be accepted (email to Dr. Kamboukos at [email protected]; be sure to put
“Drugs & Kids – Reaction Paper # ___” in the subject of the email.). In the rare event that you do not
have access to the internet, you can turn in stapled, hard copies of the paper at the start of class. All
Reaction Papers are due by the start of class (3:30 pm); there will be a 15-minute grace period for
turning in these papers. Late Reaction Papers – even those 16 minutes late! – will NOT be accepted.
BRIEF PAPERS
The purpose of the brief papers is to demonstrate your knowledge and understanding of course material
through application to movies, documentaries or observed meetings. The first paper will demonstrate
how well you can apply the course information to one of 2 movies: Basketball Diaries or Thirteen. An
alternative option can be provided upon discussion with Dr. Kamboukos if you anticipate that the
themes in the movies will be difficult to watch. You also have a choice for your second paper: an
application of course material to 1 of the 2 following options: (1) short documentaries or (2) your
experiences in observing an open AA or NA meeting. Copies of the movies are on reserve in the Avery
Fisher Center in the NYU Bobst Library (Call numbers: Basketball Diaries: RDVD 125 c.1-3 and DVD 6610;
Thirteen: RDVD 18 c.1-2 and DVD 1966). Detailed instructions for the Brief Papers, and guidelines on
citing articles and lectures in the paper, will be posted on NYU Classes under “Assignments”. Brief Paper
# 1 is worth 15 points and Brief Paper # 2 is worth 10 points, with a combined total worth 25% toward
your final grade.
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The two Brief Papers are due at the start of class on the due dates. Both papers should be submitted
online via NYU Classes (see page # 7 for instructions on how to upload your papers). If you have trouble
uploading your Brief Papers through NYU Classes, email copies will be accepted (email to Dr. Kamboukos
at [email protected]; be sure to put “Drugs & Kids – Brief Paper # ___” in the subject). In
the rare event that you do not have access to the internet, you can turn in stapled, hard copies of the
papers at the start of class. All Brief Papers are due by the start of class (3:30 pm); there will be a 15minute grace period. Late Brief Papers – even those 16 minutes late! – will have 1 point deducted for
each day they are late (e.g., 16 minutes – 24 hours = 1 point deduction; 24 hours – 48 hours = 2 points
deduction). Although not encouraged, please plan ahead if you will turn in your papers late. If you
turn in your Brief Paper # 15 days after the due date, you will earn no points; if you turn in Brief
Paper # 2 10 days after the due date, you will earn no points. Late papers turned in after these dates
will therefore NOT be accepted.
GROUP PROJECT OR FINAL PAPER
The purpose of the group project/final paper is to demonstrate your knowledge and understanding of
current, empirical information on substance use, prevention and treatment through interactive, creative
and innovative projects. You will have two choices for this final project, based on your preference for
working in groups or independently. The important aspect of this assignment is to integrate the course
work and outside readings into your final project/paper. The Final Group Project/Final Paper is due on
the last day of class; group presentations will be held on the last day of class. More details on the
requirements will be posted on NYU Classes under “Assignments”.
For Final Group Projects: All materials should be submitted online via NYU Classes by the start of class
on the due date; one group member can upload all required materials on behalf of the group (see page
# 7 for instructions on how to upload your materials). Any materials that cannot be uploaded (DVD,
posters) should be turned into the professor on the day of the presentation. Each group member also
has to turn in a peer evaluation form on the day of the presentation. If your group does not present on
the assigned date, your group will receive zero points for the project. If you have trouble uploading your
Group Projects through NYU Classes, email copies will be accepted (email to Dr. Kamboukos at
[email protected]; be sure to put “Drugs & Kids – Group Project” in the subject of the
email). In the rare event that you do not have access to the internet, you can turn in a stapled, hard copy
of the materials at the start of class. You have a 15-minute grace period to turn the required materials;
after this, each group member will have 1 point deducted for each day the required materials are late
(e.g., 16 minutes – 24 hours = 1 point deduction; 24 hours – 48 hours = 2 points deduction).
For the Final Paper: The Final Paper should be submitted online via NYU Classes at the start of class on
the due date,(see page # 7 for instructions on how to upload your paper). If you have trouble uploading
your Final Papers through NYU Classes, an email copy will be accepted (email to Dr. Kamboukos at
[email protected]; be sure to put “Drugs & Kids – Final Paper” in the subject of the email).
In the rare event that you do not have access to the internet, you can turn in a stapled, hard copy of
the paper at the start of class. There will be a 15-minute grace period for turning in these papers. Late
Final Papers – even those 16 minutes late! – will have 1 point deducted for each day they are late (e.g.,
16 minutes – 24 hours = 1 point deduction; 24 hours – 48 hours = 2 points deduction). Final Papers will
NOT be accepted after 5/14/14 at 3:30 pm.
Drugs & Kids Syllabus
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Option 1 - Final Group Project: The first option is to work on a group project (3 – 5 students per group)
to critically evaluate existing prevention or treatment programs or public service announcements for
substance abuse for children and adolescents, and to develop a new public service announcement (PSA)
or prevention or treatment program. All groups will be required to give a brief 10-minute presentation,
and to turn in their final products (e.g., PSA, pamphlets) and presentations/outlines on the day of the
presentation. Presentations should include a brief overview of the population and targeted risk factor,
rationale for the project and the final PSA or treatment/prevention program (script from a performance,
video, poster, or any medium the students prefer for the PSA and/or sample material from the
prevention/intervention). Groups also have to turn in a detailed Power Point presentation or outline
that covers additional information than presented (e.g., prevalence/statistics, risk and protective factors,
review of other programs, rationale for the project, final PSA or treatment/prevention program
description, roles and peer evaluations). Students are expected to work collaboratively as a team on
the project. Projects will be evaluated based on: the degree to which coursework, class readings, and
readings you find on your own are integrated; group collaboration; peer evaluations; presentation;
cohesiveness of presentation and project; and final PSA or treatment/intervention program. If you
expect you will not be able to attend class on the presentation date, please discuss with Dr. Kamboukos
and your group beforehand.
Option 2 – Final Paper: The second option is to write a 9 – 12 page final paper about a fictional or nonfictional drug-abusing adolescent, and to describe and critically evaluate prevention and treatment
programs for this teen. This assignment is in part a creative writing project in which you will be asked to
describe the character, family history, family environment and risk factors that may have contributed to
drug use. The paper will cover the character’s experiences and outcomes with prevention and
intervention programs, and will end with a description of the character’s life post-prevention and
treatment, and recommendations for preventing relapse. Papers will be evaluated based on: the degree
to which coursework, class readings, and readings you find on your own are integrated; the degree to
which you have fully answered the questions; cohesion and clarity in responses; and evaluation and
recommendations of prevention and treatment programs.
EXAMS
There will be three exams covering the course material (based on class lectures, required readings,
Reaction Paper topics and class discussions) throughout the semester. The exams are NOT
CUMULATIVE; the topics that will be covered in each exam will be posted on NYU Classes (under “Study
Guides”). The first two exams will be held in class; the third exam will be held during finals week
(location and date TBD). Exams consist of multiple choice, True/False and short answer questions. The
majority of the exams will be based on class lectures, which will be conducted with the use of Power
Point presentations and discussion on the readings. Attendance and some note-taking during class is,
therefore, strongly encouraged. Since some questions will cover the assigned readings, mostly focusing
on the topics covered in the Reaction Papers, it is important to complete the readings for these weekly
assignments.
In order to do well on the exams, students are encouraged to keep up with the readings and to review
their lecture notes, using the study guides, on a weekly basis, rather than prepare for the exam the week
before it is given. A study guide on each topic will be posted on NYU Classes following each class session
(under “Study Guides”). It is recommended that students review the questions on the study guide and
Drugs & Kids Syllabus
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the Power Points Slides/lecture notes following each class session to adequately prepare for exams.
Students are also encouraged to email the professor or to set up an appointment to clarify or review any
questions on the class material or the study guides as they review their notes and study guides, and
prepare for the exams. Following Exams # 1 and # 2, there will be lectures in the second part of the
class.
The top 2 out of the 3 exams will be counted toward your final grade. The total grade of the top/best
two exams is worth 30% of your final grade, or 15% per exam. If you take all three exams, the lower
grade will be dropped and will not be counted toward your final grade. If you miss an exam, you will
receive a zero for that exam. Note: Given this system, if you do well in the first 2 exams, you can choose
to miss the third exam (and the grades from the first 2 exams will be counted toward your final grade). If
you require special accommodations for taking the exams, please contact Dr. Kamboukos personally to
accommodate your needs. If you anticipate missing an exam or have a conflict for the date on which an
exam is scheduled, missed exams may be made up under extenuating circumstances; however, an
alternative plan for taking the exam must be discussed with and approved by your professor in advance
(that is, at least 5 days before the day of the exam).
POLICY ON LATE SUBMISSIONS
Late papers (Brief Papers, Final Papers, Group Projects) will be accepted, with a penalty, as detailed
above under each assignment. The final dates which papers will be accepted are also noted above;
papers received after the final due dates will not be accepted nor graded, and will receive a score of
zero. Please note that late Reaction Papers will not be accepted under any circumstances. Students
requesting an exemption from the late submission policy must present a written note from a School
Dean, Academic Advisor, or personal physician (e.g., not the student’s parent or family member)
justifying the late submission, which will then be considered by the professor.
SUBMITTING PAPERS ONLINE VIA NYU CLASSES
All assignments should be completed, saved and uploaded as WORD documents (.doc or .docx) or
Power Points. Only in the event that you do not have Word, please save your assignment as a PDF. All
assignments (Reaction Papers, Brief Papers, Group Projects and Final Papers) should be uploaded and
submitted online via NYU Classes. In order to ensure that your assignment is turned in on time, please
allow for sufficient time to upload your assignments each week. Instructions on uploading assignments
can be found through the HELP menu on NYU Classes. Briefly:
•
•
•
•
•
Complete the assignment in a Word document (save as .doc or .docx) or Power Point; if you do not have
Word, save as PDF.
o Do NOT complete the assignment in the Assignment Text box provided in NYU Classes –
assignments will only be accepted as attachments.
o Make sure that you include your name and the assignment name (e.g. Reaction Paper # 3) in the
actual document, not only on the file name.
Log onto NYU Classes and go to Drugs & Kids module.
Click on the “Assignments” section on the menu on the left.
Click on the Assignment you want to submit (e.g. Reaction Paper # 1, Brief Paper # 1) to open it.
Scroll down to the bottom of the page, below the text box. You will see a section labeled “Attachments”.
Click on “Choose File” from the “Select a File from the Computer” section. Find the file on your computer.
Select the attachment and Click OK or Choose from the pop up box.
Drugs & Kids Syllabus
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•
•
•
•
•
•
The attachment should appear below the heading “Attachments”.
You can Preview to review how the final assignment will be presented to the professor.
If you hit Cancel, nothing will be saved and nothing will be uploaded. Your attachment will not be saved in
NYU Classes.
If you hit Save Draft, this will save what you have uploaded to be completed at a later date. Note that if
you Save a Draft, the document is still in progress and can only be viewed by you; the document is not
available to your professor and has not been submitted. For your professor to view the document, you
need to hit Submit.
When you have attached the document and you are ready for it to be submitted, hit SUBMIT.
o Once you hit Submit, you cannot make any changes, and you cannot access the assignment.
You will receive an email from NYU Classes confirming that you have submitted the assignment. This will
be your only confirmation that your assignment has been submitted. If you do not receive the email, your
submission has NOT been successful, and you should follow the steps above again, or you should go to
NYU Classes to confirm that you have submitted your assignment. It is your responsibility to ensure that
your assignment has been uploaded, submitted successfully and on time. You will not receive a
confirmation by email from your professor – your confirmation is the email from NYU Classes.
ACADEMIC INTEGRITY
All students at NYU follow an honor code and rules of conduct and policies of academic integrity.
Students violate academic integrity when they: (1) cheat on exams; (2) submit work that is not their
original work; (3) submit the same work from two different courses without permission from their
professors; (4) receive help on a take-home exams without knowledge from their professor; (5)
plagiarize. Plagiarism occurs when students do not properly give credit when pulling or reporting
information or ideas from papers, documents, presentations, musical scores, the internet or other
materials, and attribute others’ work and ideas as their own. Examples of plagiarism include: (1) copying
verbatim from a book, article, presentation, or other documents, with providing a proper attribution,
citation or quotation; (2) paraphrasing an article, chapter, presentation or other materials without giving
attribution or citation, or providing quotation marks; (3) copying from a classmate or allowing a
classmate to copy from you, or submitting another student’s work with your name on it; (4)
collaborating between two of more students, without the professor’s permission, and then submitting
the paper individually under each student’s name; (5) purchasing an assignment or paper, and
submitting as original work.
Students are expected to submit original work and ideas for all assignments, and to follow the rules of
conduct and policies of the honor code and academic integrity. Students can avoid plagiarism by: (1)
providing citations and attributions for information and ideas pulled from outsides sources; and (2)
submitting original work. Details on how to cite articles and others’ work are provided with all
assignments (see tips on the American Psychological Association’s referencing guidelines under
“Lectures and Readings”). If you have any questions regarding academic integrity and proper attribution
of others’ work, please set up an appointment with your professor. In the event that a student violates
academic integrity or plagiarizes, the professor will follow the rules and policies set form by NYU and the
College of Arts and Sciences. If any violations occur, as per the University’s policies, the student may
receive a zero in the assignment, or violations may result in a lower grade or failure in the course. For
more information on Academic Integrity and the Honor Code, please see:
http://cas.nyu.edu/page/academicintegrity.
Drugs & Kids Syllabus
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COURSE OUTLINE / SCHEDULE
The detailed table that follows provides information on the course schedule, topics, required and
optional readings, and assignments due for each week of the course. Please refer to this table for
information on readings and assignments, as well as due dates for all assignments and exams. Students
are encouraged to email or the ask the professor during the break each week, if they have any questions
regarding the readings, assignments or due dates in this syllabus.
All Power Point presentations and Assigned Readings will be posted on NYU Classes under “Lectures &
Readings” each week. Power Point presentations will be uploaded prior to class; the assigned classroom
has wireless access and you will be able to download the Power Points at the start of class each week.
Since you may only be assigned select pages for some assignments, be sure to refer to the specific notes
regarding the readings in the table that follows. All details and instructions regarding the Assignments
will be posted under “Assignments”. All deadlines are posted in the table that follows, as well as in the
calendar on NYU Classes. Students are advised to also review the information in the syllabus above for
each assignment, as policies on late submissions and final dates assignments may be accepted are
provided above. All Study Guides will be posted under “Study Guides” after each class session.
Drugs & Kids Spring 2014 Syllabus
Page 9
Class
No. &
Date
#1
Topic
In addition to reviewing the
course requirements and
syllabus, the topics we will
cover are:
Introduction: In this part of
the class, we will define
“drugs” by focusing on the
categories of substances and
the contexts of use. We will
distinguish between drug use
and dependence, and discuss
the effects of drugs.
Drug Use Across the Lifespan:
In the second part of the class,
we will discuss key
methodological issues related
to research that allows us to
understand patterns of use
across the lifespan. We will
learn about established
national surveys, and will look
at the rates of use and abuse of
drugs across different age
groups and across different
countries.
Drugs & Kids Syllabus
Assigned Readings
All readings posted on NYU Classes under
“Lectures & Readings”
1. Johnston, L. D., O’Malley, P. M., Bachman, J. G., & Schulenberg, J. E. (2013).
Monitoring the Future National Results on Drug Use – 2012 Overview, Key Findings
on Adolescent Drug Use. Ann Arbor: Institute for Social Research, The University of
Michigan. Read: Introduction, Study Design & Methods and Summary of Key
Findings (pages 1 – 8 in the document). You will also have to read about one specific
substance to complete Reaction Paper #1 due next week; see Reaction Paper # 1 for
more details. http://www.monitoringthefuture.org/pubs/monographs/mtfoverview2012.pdf
2. National Institute on Drug Abuse (December 18, 2013). Sixty percent of 12th graders
do not view marijuana use as harmful. NIH News.
http://www.drugabuse.gov/sites/default/files/mtf_2013.pdf
3. National Institutes of Health, U.S. Department of Health and Human Services (2010).
Drugs, Brains and Behavior: The Science of Addiction. Read only pages 21 – 24.
4. New York Times 6/23/13: Molly: Pure, But Not So Simple
http://www.nytimes.com/2013/06/23/fashion/molly-pure-but-not-sosimple.html?pagewanted=all&_r=0
RECOMMENDED HANDOUTS:
Commonly Abused Drugs
Commonly Abused Prescription Drugs
Toxic Effects of major drugs
OPTIONAL READINGS:
1. Johnston, L. D., O’Malley, P. M., Bachman, J. G., & Schulenberg, J. E. (2013). Monitoring the
Future: National Survey Results on Drug Use: 1975-2012. Volume 1: Secondary School Students.
Ann Arbor: Institute for Social Research, The University of Michigan.
2. Substance Abuse and Mental Health Services Administration (2013). Results from the 2012
National Survey on Drug Use and Health: Summary on National Findings, NSDUH Series H-46,
HHS Publication No. (SMA) 13-4795. Rockville, MD: Substance Abuse and Mental Health
Services Administration.
Page 10
Assignment(s) Due
For details, see NYU
Classes “Assignments”
None due.
(Reaction Paper # 1
due next week will
cover these
readings)
Class
No. &
Date
#2
Topic
Use, Abuse & Addiction: Risk &
Protective Factors: A number
of factors put youth at risk for
drug use and abuse, while
other factors protect youth
from initiation and abuse. This
class will define risk and
protective factors, and factors
that promote resilience in
teens. The class will focus on
the role of a number of factors
and theories that are used to
explain who may or may not
initiate, use or abuse drugs. We
will also explore some of the
risky behaviors (e.g., sexual
risky behavior) associated with
substance use.
Assignment(s) Due
Assigned Readings
For details, see NYU
Classes
“Assignments”
All readings posted on NYU Classes under
“Lectures & Readings”
1. Latimer, W. & Zur, J. (2010). Epidemiological Trends of Adolescent Use of Alcohol,
Tobacco, and Other Drugs. Child Adolescent Psychiatric Clinics of North America, 19, Reaction Paper # 1
451-464. **You do not have to read the full article – focus your reading on the
substance you select for the Reaction Paper.
2. National Institutes of Health, U.S. Department of Health and Human Services
(2010). Drugs, Brains and Behavior: The Science of Addiction. Read only pages 1 –
10.
3. Hawkins, J.D., Catalano, R.F., & Miller, J.Y. (1992). Risk and protective factors for
alcohol and other drug problems in adolescence and early adulthood: Implications
for substance abuse prevention. Psychological Bulletin, 112, 64-105. Read pages
65, 81-86, 92-96 only.
4. Palamar, J.J. (2013). Predictors of disapproval toward “hard drug” use among high
school seniors in the US. Prevention Science. Published online October 9, 2013.
5. Schantz, K. (2012, July). Use and Sexual Risk Taking in Adolescence. ACT for Youth
Center for Excellence, Research Facts and Findings.
http://www.actforyouth.net/resources/rf/rf_substance_0712.pdf
OPTIONAL READINGS:
1. Kaiser Family Foundation (2002, February). Substance Use and Sexual Health among Teens
and Young Adults in the U.S. Read the 2 page Survey Snap Shot
http://www.kff.org/youthhivstds/20020207a-index.cfm
2. Sale, E., Sambrano, S., Fred Springer, J. & Turner, C. W. (2003). Risk, protection, and
substance use in adolescents: A multi-site model. Journal of Drug Education, 33, 91-105
3. Tarter, R. (2002). Etiology of adolescent substance abuse: A developmental perspective. The
American Journal on Addictions, 11, 171-191.
4. Cavazos-Rehg, P.A., Krauss, M.J., Spitznagel, E.L. et al (2011). Number of sexual partners and
associations with initiation and intensity of substance use. AIDS Beh, 15, 869-874
5. Roberts, S.T. & Kennedy, B.L. (2006). Why are young college women not using condoms?
Their perceived risk, drug use and developmental vulnerability may provide important clues
to sexual risk. Archives of Psychiatric Nursing, 20, 32-40.
6. Floyd, L.J. & Latimer, W. (2010). Adolescent sexual behaviors at varying levels of substance
use frequency. Journal of Child & Adolescent Substance Abuse, 19, 66-77.
Drugs & Kids Syllabus
Page 11
Class
No. &
Date
#3
Topic
Effects of Drugs on the Brain:
The adolescent brain is
particularly vulnerable to the
effects of drugs. This part of
the class will explain why the
adolescent brain is vulnerable
and will examine the role of the
brain in drug abuse and
addiction, and in making
people high. We will also cover
the different ways in which
drugs (and their mode of
administration) impact the
body. The lecture will conclude
with an overview of the role of
brain imaging in clarifying the
impact of drugs on the brain.
Effects of Drug Use on Basic
Psychological Processes. Drugs
and psychological processes go
hand-in-hand. This part of the
class will explore the impact of
drugs on mood, thoughts,
behavior, as well as the
comorbidity of drug use and
psychiatric disorders.
Drugs & Kids Syllabus
Assigned Readings
Assignment(s) Due
All readings posted on NYU Classes under
“Lectures & Readings”
For details, see NYU
Classes
“Assignments”
1. Time Magazine, July 5, 2007. How We Get Addicted.
http://www.time.com/time/magazine/article/0,9171,1640436-1,00.html
2. Time Magazine, May 5, 1997. Addicted: Why Do People Get Hooked?
http://www.time.com/time/magazine/article/0,9171,986282,00.html
3. National Institutes of Health, U.S. Department of Health and Human Services
(2010). Drugs, Brains and Behavior: The Science of Addiction. Read pages 15-20
only.
4. Wolitzky-Taylor, K., Bobova, L., Zinbarg, R.E., Mineka, S., & Craske, M.G. (2012).
Longitudinal investigation of the impact of anxiety and mood disorders in
adolescence on subsequent substance use disorder and vice versa. Addictive
Behaviors, 37, 982-985.
5. Carey, B., A ‘party drug’ may help the brain cope with trauma. The New York Times.
November 19, 2012 http://www.nytimes.com/2012/11/20/health/ecstasytreatment-for-post-traumatic-stress-shows-promise.html?pagewanted=all
RECOMMENDED:
1. The Impact of Addiction on the Brain diagram
2. Armstrong, T. D. & Costello, E. J. (2002). Community studies on adolescent
substance use, abuse and dependence and psychiatric comorbidity. Journal of
Consulting and Clinical Psychology, 70 (6), 1224-1239. Focus on the Results &
Discussion– see tips on reading empirical papers under “Assignments”
OPTIONAL READINGS:
1. Jung (2001). Psychology of Alcohol and Other Drugs: A Research Perspective. Thousand
Oaks, CA: Sage Publications, Inc. Chapter 4: Pharmacology and Neurophysiology of Alcohol
and Other Drugs, 108-120.
2. Colder, C. R., Scalco, M., Trucco, E.M., Read, J.P., Lengua, L.J., Wieczorek, W.F., & Hawk, L.
W. (Dec. 2012). Prospective associations of internalizing and externalizing problems and
their co-occurrence with early adolescent substance use. Journal of Abnormal Child
Psychology. Published online.
3. Conner, B.T. & Lochman, J.E. (2010). Comorbid Conduct Disorder and Substance Use
Disorders. Clinical Psychology Science and Practice, 17, 337-349.
Page 12
Reaction Paper # 2
Class
No. &
Date
#4
Topic
Prescription Drug Use: There is
an increase in prescription drug
use for non-medical reasons.
Adolescents use prescription
drugs for academic progress
and coping with psychological
issues. We will review rates of
prescription drug abuse and
discuss the factors associated
with increased prescription
drug use in teens and college
students.
Drugs and Gender: Patterns of
drug use and addiction differ
by gender. We will review both
these patterns and theories
that explain these patterns. We
will also look at how drugs
impact males and females
differently. The class will also
cover risks to fetuses when
women and men use drugs for
two.
Ethnicity and Drug Use: Drug
abuse is not color-blind! We
will review differential patterns
of drug use and abuse by
ethnic groups, and learn how
cultural beliefs and practices
affect use and abuse.
Drugs & Kids Syllabus
Assigned Readings
Assignment(s) Due
All readings posted on NYU Classes under
“Lectures & Readings”
1. Schwarz A. (February 3, 2013). Drowned in a stream of prescriptions. The New York
Times. http://www.nytimes.com/2013/02/03/us/concerns-about-adhd-practicesand-amphetamine-addiction.html?pagewanted=all&_r=1&
2. Schwarz, A. (June 9, 2012). Risky rise of the good-grade pill. The New York Times.
http://www.nytimes.com/2012/06/10/education/seeking-academic-edgeteenagers-abuse-stimulants.html?pagewanted=all
3. Cotto, J. H., Savis, E., Dowling, G.J., Elcano, J.C., Staton, A.B., & Weiss, S. R. B (2010).
Gender effects on drug use, abuse, and dependence: A special analysis of results
from the National Survey on Drug Use and Health. Gender Medicine, 7 (5), 402-413.
4. Szapocznik, J., Guillernmo, P., Burlew, A.K., Williams, R.A., and Santisteban, D.A.
(2007). Drug abuse in African‐American and Hispanic adolescents: Culture,
development and behavior. Annual Review of Clinical Psychology, 3, 77‐105.
5. Wu, L.T., Woody, G.E., Yang, C., Pan, J.J., & Blazer, D.G. (2011). Racial/Ethnic
variations in substance-related disorders among adolescents in the United States.
Archives of General Psychiatry, 68, 1176-1185.
6. Hawkins, E. H., Cummins, L. H., & Marlatt, G.A. (2004). Preventing substance abuse
in American Indian and Alaska Native Youth: Promising strategies for healthier
communities. Psychological Bulletin, 130, 304-323.
OPTIONAL READINGS:
1. Jones, C. M. (2012). Editor’s Correspondence: Frequency of prescription pain reliever
nonmedical use: 2002-2003 and 2009-2010. Archives of Internal Medicine, E1-E2.
2. Durrant, J. & Thakker, J. (2003). Substance Use & Abuse: Cultural and Historical
Perspectives. Thousand Oaks, CA: Sage Publications, Inc. Chapter 3: An Evolutionary
Perspective (pages 45-53) & Chapter 6: Drugs & Culture (pages 142-149).
3. Dodge, T., Williams, K.J., Marzell, M., & Turrisi, R. (2012). Judging cheaters: Is substance
misuse viewed similarly in the athletic and academic domains? Psychology of Addictive
Behaviors, 26, 678-682.
4. McCabe, S.E., Morales, M., Cranford, J.A., Delva, J. et al. (2007). Race/ethnicity and gender
differences in drug use and abuse among college students. Journal of Ethnicity and
Substance Abuse, 6, 75-92.
5. Shih, R.A., Miles, J.N., Tucker, J.S., Chou, A.J., & D’Amico, E.J. (2010). Racial/ethnic
differences in adolescent substance use: Mediation by individual, family and school factors.
Journal of Studies on Alcohol and Drugs, 71, 640-651.
Page 13
For details, see NYU
Classes
“Assignments”
Reaction Paper # 3
Class
No. &
Date
#5
Assignment(s) Due
Assigned Readings
Drugs and Family Functioning:
Drug use is a family affair. This
class will focus on how
parenting styles and family
environments impact teen
substance initiation and use.
Because teen drug use does
not occur in isolation, we will
also consider the impact of
teen substance use on parents.
For details, see NYU
Classes
“Assignments”
All readings posted on NYU Classes under
“Lectures & Readings”
Topic
1. Denton, R.E. and Kampfe, C.M. (1994). The relationship between family variables
and adolescent substance abuse: A literature review. Adolescence, 29(114), 475 –
495.
2. Usher K, Jackson D, O’ Brien L (2007). Shattered dreams: Parental experiences of
adolescent substance abuse. International Journal of Mental Health Nursing, 16,
422‐430.
3. Sheff, D. (2005). My Addicted Son. New York Times.
4. Ryan, S. M., Jorm, A. F., Lubman, D. I. (2010). Parenting factors associated with
reduced adolescent alcohol use: A systematic review of longitudinal studies.
Australian and New Zealand Journal of Psychiatry, 44, 774-783.
OPTIONAL READINGS:
1.
2.
3.
4.
5.
6.
Drugs & Kids Syllabus
McMorris, B.J., Catalano, R. F., & Hemphill, S.A. (2011). Influence of family factors and
supervised alcohol use on adolescent alcohol use: Similarities between youth in different
alcohol policies and contexts. Journal on Studies on Alcohol & Drugs, 72, 418-428,
Van Der Vorst H, Engels R, & Burk WJ (2010). Do parents and best friends influence
normative increases in adolescents’ alcohol use at home and outside the home? Journal of
Studies on Alcohol & Drugs, 71(1), 105-114.
Adamczyk‐Robinette SL, Fletcher AC & Wrigth K (2002). Understanding the authoritative
parenting‐early adolescent tobacco use link: Mediating role of peer tobacco use. Journal of
Youth and Adolescence, 31(4), 311‐318.
Wen, X & Shenassa, E.D. (2011). Interaction between parenting and neighborhood quality
on the risk of adolescent regular smoking. Nicotine & Tobacco Research, 1-10.
Tafa, M. & Baiocco, R. (2009). Addictive behavior and family functioning during
adolescence. The American Journal of Family Therapy, 37, 388-395.
De Looze, M., van den Eijnden, R., Verdurmen, J., Vermeulen-Smit, E., Schulten, I. et al.
(2012). Parenting practices and adolescent risk behavior: Rules on smoking and drinking
also predict cannabis use and early sexual debut. Prevention Science, 13, 594-604.
Page 14
Reaction Paper # 4
#6
Assignment(s) Due
Assigned Readings
Class
No. &
Date
Topic
** Dr. Joseph Palamar will
cover class and be a guest
discussant this week **
EXAM # 1
Following Exam # 1, the class
will focus on a discussion on
U.S. policies and different
points of view related to
legalization of marijuana.
Drugs & Kids Syllabus
For details, see NYU
Classes
“Assignments”
All readings posted on NYU Classes under
“Lectures & Readings”
1. Nadelmann, E. & DuPont, R. L. (March 2012). Should marijuana be legal? The
Costco Connection.
2. Office of National Drug Control Policy (October 2010). Marijuana Legalization. Fact
Sheet.
http://www.whitehouse.gov/sites/default/files/ondcp/Fact_Sheets/marijuana_leg
alization_fact_sheet_3-3-11.pdf
Page 15
Exam # 1
No Reaction Paper
due this week.
Complete the
assigned readings
in order to be
prepared for the
class discussion on
legalization.
Class
No. &
Date
#7
Assignment(s) Due
Assigned Readings
Topic
Government Policy and Drugs:
Governments often make
decisions to act (or not act) to
issues related to drugs. This
class will present the U.S.
history on the War on Drugs,
including critically evaluating
how well efforts have worked.
We will review several
government initiatives
including prohibition, supply
reduction, demand reduction,
harm reduction, and
legalization. International
policies will also be reviewed.
The class will conclude with a
discussion on U.S. policies and
different points of view related
to legalization of marijuana.
For details, see NYU
Classes
“Assignments”
All readings posted on NYU Classes under
“Lectures & Readings”
1. Kleinman, M. A. R., Caulkins, J. P. & Hawken, A. (April 22, 2012). Rethinking the
War on Drugs. The Wall Street Journal.
Reaction Paper # 5
http://online.wsj.com/news/articles/SB10001424052702303425504577353754196
169014
Brief Paper # 1
2. Becker, G. S. & Murphy, K. M. (Jan 4, 2013). Have We Lost the War on Drugs? The
Wall Street Journal.
http://online.wsj.com/news/articles/SB10001424127887324374004578217682305
605070
3. Sledge, M. (January 22, 2014). Four Decades Later, US is Still Losing the Global War
on Drugs. Huffington Post. http://www.huffingtonpost.com/2014/01/22/globalwar-on-drugs_n_4571117.html
4. Craig, S., & McKinley, J. (January 4, 2013). New York State Set to Loosen Marijuana
Laws. New York Times. http://www.nytimes.com/2014/01/05/nyregion/new-yorkstate-is-set-to-loosen-marijuanalaws.html?_r=0&gwh=041E1E9F05FE58BD777C5E3B388F2BF0&gwt=pay
5. Chokshi, N. (October 9, 2013). After legalizing marijuana, Washington and Colorado
are starting to regulate it. The Washington Post.
http://www.washingtonpost.com/blogs/govbeat/wp/2013/10/09/after-legalizingmarijuana-washington-and-colorado-are-starting-to-regulate-it/
6. Office of National Drug Control Policy (April 24, 2013). Fact Sheet: A 21st Century
Drug Policy. http://www.whitehouse.gov/sites/default/files/ondcp/policy-andresearch/2013_strategy_fact_sheet.pdf
RECOMMENDED: Durrant, J. & Thakker, J. (2003). Substance Use & Abuse: Cultural
and Historical Perspectives. Thousand Oaks, CA: Sage Publications, Inc. Chapter 9:
Prevention, Treatment and Public Policy: An Integrated Perspective. Read only pages
238 – 247.
** If you did not complete the readings on legalization assigned last week, make sure
that you read them for this week’s class
OPTIONAL readings – see next page:
Drugs & Kids Syllabus
Page 16
Class
No. &
Date
#7
Topic
Government Policy & Drugs:
CONTINUED
Drugs & Kids Syllabus
Assignment(s) Due
Assigned Readings
For details, see NYU
Classes
“Assignments”
All readings posted on NYU Classes under
“Lectures & Readings”
OPTIONAL READINGS:
1.
Debunking the Biggest White House Lies about Marijuana
http://www.forwardprogressives.com/marijuana/
2. Szalavitz, M. (Nov 7, 2012). Two U.S. States Become First to Legalize Marijuana. Time.
3. Ferguson, A. (November 11, 2010). The United States of Amerijuana. Time.
4. Kershaw, S., & Cathcart, R. (July 19, 2009). Marijuana is the gateway drug for two debates.
The New York Times.
5. Santos, F. (June 7, 2012). Arizona tried to keep reins tights as it starts regulating medical
marijuana. The New York Times.
6. Perez-Pena, R. (July 17, 2011). Marijuana for patients remains off-limits. The New York
Times.
7. Grillo, I. (July 27, 2011). A new way to fight Mexico’s vicious cartels: Legalizing Marijuana.
Time.
8. Grillo, I. (Nov. 8, 2012). From Mexico to Moscow, the World Turns On to U.S. Marijuana
Legalization. Time.
Page 17
Class
No. &
Date
Assigned Readings
Topic
SPRING BREAK
All readings posted on NYU Classes under
“Lectures & Readings”
SPRING BREAK
Assignment(s) Due
For details, see NYU
Classes under
“Assignments”
None
ENJOY!
#8
Substance Prevention I – Family &
School: Prevention of substance use, or
slowing down the problem before it
begins, is an important aspect of
ensuring that youth stay healthy. We
will review different prevention
frameworks and how prevention
programs are intended to work. We will
also go over family and school
prevention efforts.
1. West, S.L. & O’Neal, K.K. (2004). Project D.A.R.E. Outcome effectiveness
revisited. American Journal of Public Health, 94, 1027 – 1029.
2. NREPP (2006). Keepin’ It Real.
http://www.nrepp.samhsa.gov/ViewIntervention.aspx?id=133
3. CASA: The Importance of Family Dinners VII – Sept 2012:
http://casafamilyday.org/familyday/news-room/family-dinner-findings/
4. Botvin, G.J., and Griffin, K.W. (2004). Life Skills Training: empirical findings
and future directions. The Journal of Primary Prevention, 25(2), 211-232.
OPTIONAL READINGS:
1. NREPP (2008). Life Skills Training (LST).
http://www.nrepp.samhsa.gov/ViewIntervention.aspx?id=109
2. Spoth, R.L., Randall, G., Trudeau, L., Shin, C., Redmond, C. (2008). Substance use
outcomes 5 ½ years past baseline for partnership-based, family school preventive
intervention. Drug & Alcohol Dependence, 96, 57-68.
3. Botvin, G. J., Griffin, K. W., & Nichols, T. R. (2006). Preventing youth violence and
delinquency through a universal school-based prevention approach. Prevention
Science, 7, 403-408.
Drugs & Kids Syllabus
Page 18
Reaction Paper #6
** Preferred option
for Final Paper
versus Group
Project due. We
will do this
together in class. If
you are absent, you
must inform the
professor of your
choice by email.
Class
No. &
Topic
Date
Substance Prevention II – Media &
#9
Community: Media is a part of every-day
life. Building from the prior class, this
class will highlight different media
prevention approaches (e.g., Public
Service Announcements) and discuss the
effects and impact of media prevention.
An overview of community prevention
efforts will conclude the discussion on
prevention.
Assigned Readings
All readings posted on NYU Classes under
“Lectures & Readings”
1. The American Legacy Foundation’s Truth Campaign Fact Sheet.
http://www.legacyforhealth.org/content/download/621/7337/file/truth_
fact_sheet_January_2012.PDF
2. Farrelly, M.C. et al (2005). Evidence of a dose-response relationship
between “truth” antismoking ads and youth smoking prevalence.
American Journal of Public Health, 95, 425-431.
3. Hanewinkel, R., Isensee, B., Sargent, J.D., & Morgenstern, M. (2011).
Cigarette Advertising and Teen Smoking Initiation. Pediatrics, 127, e271e278.
4. VIEW THE FOLLOWING from TRUTH CAMPAIGNS:
a. Unsweetened truth: http://www.thetruth.com/facts/
** Scroll down the page to DISCOVER to view this video.
b. Zombieville: http://www.thetruth.com/facts/
** Scroll down the page to DISCOVER to view these videos.
c. Shards O’Glass: http://www.youtube.com/watch?v=PqIKz603JvQ
d. Big Tobacco Documents & Facts: http://www.thetruth.com/facts/
** Under FACTS IMAGE GALLLERY, select BIG TOBACCO FILES and
review the documents listed.
e. Singing Cowboy http://www.youtube.com/watch?v=eshSlxe9qd0
f. Other:
http://www.thetruth.com/games/?utm_campaign=DYHWIT_2009&u
tm_medium=TypeorDiePlayMore&utm_source=DYHWIT&utm_conte
nt=Games_More
OPTIONAL READINGS:
1.
2.
3.
Drugs & Kids Syllabus
Social Marketing Institute. The Florida “truth” campaign.
http://www.social-marketing.org/success/cs-floridatruth.html
Partnership for Drug Free America: www.drugfree.org
National Youth Anti-Drug Media Campaign:
www.abovetheinfluence.org
Page 19
Assignment(s) Due
See NYU Classes
under “Assignments”
Reaction Paper #7
Class
No. &
Topic
Date
Addiction Treatment I – Treatment
# 10
Options & Considerations: The first half
of the class will introduce substance
abuse treatment. The class will describe
the continuum of available care to
patients. Barriers to treatment will be
reviewed. We will also focus on
treatment considerations with teenagers,
including developmental considerations,
and the effectiveness of treatments.
Addiction Treatment II – 12-step
Programs & Abstinence: This second half
of the class will review the history of 12step programs, and examine the key
components and effectiveness of such
programs. The class will also focus on the
pros/cons of abstinence, and
developmental considerations for
abstinence in adolescence.
*Readings strongly recommended
Drugs & Kids Syllabus
Assigned Readings
All readings posted on NYU Classes under
“Lectures & Readings”
1. Winters, K.C., Botzet, A.M., & Fahnhorst, T. (2011). Advances in
adolescent substance abuse treatment. Current Psychiatry Reports, 13,
416-421.
2. Kassel, J.D., & Jackson, S.I. (2001). Twelve-step-based interventions for
adolescents. In Wagner, E., & Waldron, H., (Eds.) Innovations in
adolescent substance abuse interventions. Elsevier Science, Ltd., Oxford,
333-362.
3. National Institutes of Health, U.S. Department of Health and Human
Services (2010). Drugs, Brains and Behavior: The Science of Addiction.
Read only Pages 25-28.
4. Halgen, R. P (2005). Taking Sides: Clashing Views on Controversial
Issues in Abnormal Psychology. Read 2 parts:
a. Owen, P. (2001). Should Abstinence be the goal for alcohol
treatment? The American Journal of Addictions, 10, 289-295.
b. Fletcher, A. M. (2001). Sober for Good: New Solutions for Drinking
Problems – Advice from Those Who Have Succeeded.
OPTIONAL READINGS:
1. * Williams, R. J., Chang, S. Y., Addiction Centre Adolescent Research Group
(2000). A comprehensive & comparative review of adolescent substance abuse
treatment outcome. Clinical Psychology: Science and Practice, 7, 138 – 165.
2. * Kelly, J.F. & Urbanoski, K. (2012). Youth recovery contexts: The incremental
effects of 12-step attendance and involvement on adolescent outpatient
outcomes. Alcoholism: Clinical and Experimental Research, 36, 1219-1229.
3. Tripoldi, S.J., Bender, K., Litschge, C., & Vaughn, M.G. (2010). Interventions for
reducing adolescent alcohol abuse. Archives of Pediatric Adolescent Medicine,
164, 85-91.
4. Halgen, R. P (2005). Taking Sides: Clashing Views on Controversial Issues in
Abnormal Psychology.
a. Murray, J. B. (1998).
b. Apsler, R. (1993). Is Drug Abuse Treatment Effective? American Enterprise.
Page 20
Assignment(s) Due
See NYU Classes under
“Assignments”
Reaction Paper #8
Class
No. &
Date
# 11
Topic
Assigned Readings
All readings posted on NYU Classes under
“Lectures & Readings”
Assignment(s) Due
See NYU Classes under
“Assignments”
EXAM # 2
There are no required assigned readings this week.
EXAM #2
Following the exam, there will be a
lecture.
OPTIONAL READINGS:
No Reaction Paper
due this week.
*Prochaska, J.O., DiClemente, C.C. & Norcross, J.C. (1992). In search of how
Addiction Treatment III – Assessment &
people change: Applications to Addictive Behaviors. American Psychologist, 47,
Diagnosis: This class will cover the
1102-1114.
different diagnostic criteria for use, abuse
and dependence, followed by reviewing
different assessment tools to identify and
diagnose individuals with substance
problems. We will also learn about the
Stages of Change Model and how it can
be used in assessment and treatment of
substance abuse.
Drugs & Kids Syllabus
Page 21
Class
No. &
Topic
Date
Addiction Treatment IV – Contingency
# 12
Assigned Readings
All readings posted on NYU Classes under
“Lectures & Readings”
1. Henggeler, S. W. (2007). Juvenile drug courts: emerging outcomes and
key research issues. Current Opinion in Psychiatry, 20, 242-246.
Management, Drug Courts, CognitiveBehavioral Therapy and Relapse
2. Kaminer, Y. (2000). Contingency Management Reinforcement
Prevention: This class will kick off the
Procedures for adolescent substance abuse. Journal of the American
reviews of specific treatments of
Academy of Child and Adolescent Psychiatry, 39, 1324 – 1326.
substance use and abuse. This part of the
3. Barrett Waldron, H. & Kaminer, Y. (2004). On the learning curve: the
class will focus on three treatment
emerging evidence supporting cognitive-behavioral therapies for
options. We will first review contingency
substance abuse.
adolescent
management, and its role in drug
treatment. Next, we will learn about Drug 4. SAMHSA’s National Registry of Evidence-Based Programs and Practices.
Courts and their effectiveness in drug
Nrepp.samhsa.gov. College Drinker’s Check-Up (example of
treatment. We will also review cognitiveMotivational Interviewing).
behavioral therapy and learn how
thoughts are recorded and what skills are 5. O’Leary Tevyaw, T. & Monti, P. M. (2004). Motivational enhancement
and other brief interventions for adolescent substance abuse:
targeted in this treatment approach.
foundations, applications and evaluations. Addiction, 99 (Suppl. 2), 63–
Relapse is an unfortunate, but real
75.
problem in drug treatment. Lastly, we will
focus on relapse rates and ways to
OPTIONAL READINGS:
prevent relapse.
1. *Stanger, C., & Budney, A.J. (2010). Contingency Management approaches for
Addiction Treatment V – Motivational
Focused Treatments: The second half of
the class will review two effective
motivation-based effective treatments:
Motivational Intervention Enhancements
and Motivational Interviewing.
2.
3.
4.
* Reading strongly recommended
5.
Drugs & Kids Syllabus
adolescent substance use disorders. Child and Adolescent Psychiatric Clinics of
North America, 19, 547-562.
Stitzer, M. & Petry, N. (2006). Contingency Management for treatment of
substance abuse. Annual Review of Clinical Psychology, 2, 411-434.
* Barnett Waldron, H., & Turner, C. W. (2008). Evidence-based psychosocial
treatments for adolescent substance abuse. Journal of Clinical Child &
Adolescent Psychology, 37, 238-261
Macgowan, M.J., & Engle, B. (2010). Evidence for optimism: Behavior
Therapies and Motivational Interviewing in Adolescent substance abuse
treatment. Child and Adolescent Psychiatric Clinics of North America, 19, 527545.
SAMHSA’s National Registry of Evidence-Based Programs and Practices.
Nrepp.samhsa.gov. Motivational Interviewing.
Page 22
Assignment(s) Due
See NYU Classes under
“Assignments”
Reaction Paper #9
Brief Paper # 2
Class
No. &
Date
# 13
# 14
Assignment(s) Due
Assigned Readings
Topic
All readings posted on NYU Classes under
“Lectures & Readings”
For details, see NYU
Classes under
“Assignments”
Addiction Treatment VI –
Family-Based Approaches: As discussed
earlier in the semester, substance use is a
family affair. We will learn about 3 types
of family therapies effective in treating
substance use: Strategic Family Therapy,
Multi-Systemic Therapy and
Multidimensional Family Therapy.
1. Austin, A. M., Macgowan, M. J. & Wagner, E. F. (2005). Effective familybased interventions for adolescents with substance abuse problems: A
review. Research on Social Work Practice, 15, 67-83.
Reaction Paper # 10
Addiction Treatment VII –
Psychopharmacological Approaches:
Pharmaceuticals are often used to help
patients in drug treatment. This class will
identify and describe strategies of
psychopharmacology treatment. The
class will also review and discuss new
preventive approaches, including
vaccines for targeting addiction and ecigarettes.
1. Szalavitz, M. (March 13, 2012). Heroin cheaper, more effective than
methadone for hard cases: Study. Time.
http://healthland.time.com/2012/03/13/heroin-cheaper-more-effectivethan-methadone-for-hard-cases-study/
2. Quenqua, D. (October 3, 2011). An addiction vaccine, tantalizingly close.
New York Times.
http://www.nytimes.com/2011/10/04/health/04vaccine.html?pagewant
ed=all&_r=0
3. Interlandi, J. (February 23, 2008). What Addicts Need. Newsweek.
http://www.newsweek.com/what-addicts-need-93767
4. Fairchild, A. L., Bayer, R. & Colgrove, J. (2014). The renormalization of
smoking? E-cigarettes and the tobacco endgame. New England Journal of
Medicine. Published online January 23, 2014.
5. Palmer, A. & Raju, M. (January 24, 2014). E-cigarettes reignite tobacco
wars. Politico. http://www.politico.com/story/2014/01/e-cigarettesreignite-tobacco-wars-102569.html
Group Projects Presentations
2. SAMHSA’s National Registry of Evidence-Based Programs and Practices.
Nrepp.samhsa.gov. Multidimensional Family Therapy.
OPTIONAL READINGS:
1. Buckstein, O. J., & Comelius, J. (2006).Psychopharmacology of adolescents with
substance use disorders. In H.A. Liddle & C.L. Rowe, Adolescent Substance
Abuse: Research and Clinical Advances.
Drugs & Kids Syllabus
Page 23
Reaction Paper #11
Final Group Projects
(Powerpoint, Final
Product and Peer
Evaluations) OR Final
Paper
Date
TBD
Assignment(s) Due
Assigned Readings
Class
No. &
Date
Topic
EXAM #3
All readings posted on NYU Classes under
“Lectures & Readings”
EXAM #3
There are no assigned readings for this week.
The exam will be held during finals week
during the time and at the location
provided by the University. Time and
location TBD. If your schedule conflicts
with the date of the final exam, please
discuss this with Dr. Kamboukos by 4/23
so that alternative arrangements can be
made.
Drugs & Kids Syllabus
For details, see NYU
Classes under
“Assignments”
No Reaction Paper
due.
Page 24